AMAR_CONCEPT MAP FINALmmmmmmmmmmmmm.pptx

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1. ALTERNATIVE ASSESSMENT “CONCEPT MAP” Sunny E. Amar BSED Science 3-A

2. Usually teacher-generated, as opposed to being passed down from an administration, government, or third-party organization. Takes into account the individual background and needs of every unique learner. Considers the big picture of individual student progress over an extended period of time. Flexible, responsive, and continually developing according to curricular objectives. Takes into consideration different learning styles and preferences. Allows language learners to demonstrate content knowledge and skills mastery without language barrier difficulties. Highly effective for use with students who are entitled to accommodations and/or modifications. Normally documented with qualitative data, such as performance descriptors, comparisons with previous work, and skills demonstration. Alternative assessment is not standardized, not intended to replace or otherwise diminish the importance of traditional assessments, not implemented in one specific moment in time, not a measurement, not normally reported with quantitative data ,not presented in traditional formats ,not perfect, comprehensive, or appropriate in every situation. Students get an opportunity to apply the knowledge that they have learned and demonstrate it in a constructive way that provides a solution to a problem. They are encouraged to think, analyze, innovate and apply; and their sense of reasoning tends to improve. Students also improve on their communication skills as they need to also explain their solutions and the logic behind it to examiners. These tests are more realistic and bring in an understanding and the importance of the knowledge gained. A student’s skills are also measured along with the knowledge gained, making it more complete and correct. Provides educators with a real time understanding on how teaching methods can be improved. It is easier to grade a student overall like this rather than just scoring marks through shallow recitations. It is much more transparent and fair as all students are given an equal opportunity to apply the knowledge gained in a way they find fit rather than constraining them. Abstract Annotated Bibliography Autobiography Blog Brochure Case Analysis Cognitive Map Description of a Process Diary Debate Diagram Flowchart Group Discussion Essay Letter to the editor Methods Plan Memo Multimedia presentation Oral Report Personal Letter Narrative Outline Podcast Review of book Review of literature Research Proposal Statement of Assumptions Summary Taxonomy Thesis sentence Vlog Portfolio Question Assessment is both process- and product-oriented. Assessment should focus on higher-order cognitive outcomes. Assessment can include a measure of non-cognitive learning outcomes. Assessment should reflect real-life or real-world contexts. Assessment must be comprehensive and holistic. Assessment should lead to student learning. Other names are Authentic assessment, Non-traditional assessment or Performance test. The overall goal of alternative assessment is to allow students to demonstrate their knowledge and execute tasks. In other words, an alternative assessment measures applied proficiency more than it measures knowledge. Authentic Assessment: Assessing by Doing Developmental Assessment: Assessing by Progress Emergent Assessment: Assessing by Discovery Learning-Oriented Assessment ALTERNATIVE ASSESSMENT Definitions Examples Advantages Models Characteristics Principles in Assessing Learning using Alternative Methods